Oral Reading Fluency Flashcards
1
Q
what is oral reading fluency (ORF)?
A
- the ability to read connected text rapidly, smoothly, accurately, and automatically with little conscious effort to the mechanics of reading, such as decoding
- not a stage in reading development
- includes prosody: intonation, stress, tempo, use of appropriate phrasing
2
Q
ORF is not a stage in reading development
A
changes depending on what’s being read, the reader’s family with the words, amount of practice with that particular text
3
Q
what research says about reading fluency
A
- word reading accuracy has a strong relationship with fluency and comprehension
- reading rate has a strong relationship with fluency and comprehension
- exact role of prosody (expression, phrasing) in fluency and comprehension has not been determined
4
Q
fluency assessment: screening
A
- use grade level text
- fall, winter, spring
- 1st-5th grade
- WCPM
5
Q
WCPM
A
- read an unfamiliar, grade-level passage aloud for one minute
- subtract total number of errors from total number of words read in one minute
- errors: omissions, mispronunciation, substitutions
- not errors: repetitions, self-correctins, insertions
6
Q
Qualitative Reading Inventory-6
A
- informal (not standardized)
- criterion referenced
- identify independent, instruction, frustration reading levels
7
Q
other fluency assessments
A
- Great Oral Reading Test (GORT-5)
- DIBELS
8
Q
other areas to assess that could be related to low WCPM
A
- phonological and phonemic awareness
- decoding
- working memory
- orthographic knowledge
- background knowledge
9
Q
fluency progress monitoring
A
- use text that’s at instructional level of 1 level above
- used to set short term and long term goals
- graphed
10
Q
fluency progress monitoring: frequency
A
- 6-12 months below grade level = 1 - 2x/month
- 1+ years below = 2 - 4x/month
11
Q
profiles of students with fluency deficits
A
- WCPM is low but word reading accuracy for grade-level texts is average (interventions focuses on speed)
- WCPM is low and word reading accuracy for grade-level texts is below average (intervention focuses on phonics, decoding, potentially other language skills such as vocabulary, PA, comprehension, etc.)
- in both cases, prosody may also need to be targeted
12
Q
assessing prosody: observation of oral reading of connected text
A
- inflection, expression, phrasing
- emphasizes appropriate words
- tone rises and falls at appropriate times
- uses appropriate tone to represent characters’ dialogue
- demonstrates recognition of punctuation through pausing
- uses prepositional phrases, subject-verb divisions and conjunctions for pausing
13
Q
NAEP fluency scale: level 4
A
- read primarily in larger, meaningful phrase groups
- although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story
- preservation of the author’s syntax is consistent
- some or most of the story is read with expressive interpretation
14
Q
NAEP fluency scale: level 3
A
- read primarily 3 to 4 word phrase groups
- some small groupings may be present
- however, the majority of phrasing seems appropriate and preserves the syntax of the author
- little or no expressive interpretation is present
15
Q
NAEP fluency scale: level 2
A
- read primarily in 2 word phrases with some 3 or 4 word groupings
- some word-by-word reading may be present
- word groupings may seem awkward and unrelated to larger context of sentences or passage
